A. R. W. Jackson and J. M. Jackson. 2004. Forensic Science
R. Saferstein. 2004. Criminalistics, An Introduction to Forensic science, Eighth Edition.
S.H. James and J. J. 2005. Nordby. Forensic Science, An Introduction to Scientific Investigative Techniques
Salters Central Team, Heinaman, 2000, Salters Chemical Ideas.

Appropriately equipped laboratory and lecture rooms

An end of module test (50%) to test outcomes (i) to (ii)
The duration of the examination will be 1.5 hour.

Coursework (35%) A 1000 word written assignment (or equivalent) will be used to assess learning outcome i, with, ii and iii assessed by the production of a basic scientific report.

Study skills portfolio (15%) will be used to assess learning outcome 4 (please see additional assessment information)


Additional Assessment Details:

Study Skills

An ability to:
1. Think critically and examine practical problems from the scientific perspective. SS1, SS2, K&U, L, An, PS, Ap.
2. Collect, interpret and report results in a variety of media. SS1, SS2, K&U, L, E, An, PS, C, Ap.
3. Work individually and as a team member in the solving of problems. SS1, L, E, An, PS, Ap.
4. Show a basic working ability with a range of PC and IT based software. SS1, C.
5. Display a basic understanding of the fundamental basis of scientific endeavour. SS1, SS2, K&U, L, An, PS, Ap.
6. Undertake self-appraisal of learning achievements and understand the need for and value of a reflective approach to intellectual and personal development and thereby have begun to develop a sense of awareness and a degree of responsibility for their own learning. SS1, L, R.
7. Display familiarity and competence in the use of basic 'study skills'. SS1, C.

Note that these study skills learning outcomes are common to all of the modules of the Science Foundation Year. Also, note that the letter codes following the individual learning outcomes refer to the learning outcomes for the Science Foundation Year as a whole. For details, see Table 1 of the Science Foundation Year Programme Specification.

Additional Assessment Information:
Students will be required to complete 2 pieces of summative assessment, namely coursework and an end of module examination. These will be used to assess both mastery of the subject of each module and the attainment of study skills. Both elements will be used to assess the former of these (these elements will, respectively, be given weightings of 50 % and 50%), whilst study skills will be wholly assessed via the coursework element. In each case, the nature of the coursework will be chosen to develop one or more facets of study skills, such as report writing, essay writing, oral presentation, problem solving, use of IT, teamwork and information retrieval. A tutor will be assigned to monitor and coordinate study skills provision across the modules, thereby ensuring that each student has the opportunity to attain and be assessed in each of the study skills learning outcomes. By the end of each teaching block, each student's overall performance across all 7 of the study skills outcomes will have been assessed. For each student the mark attained will then form 15% of the available marks of the module weighting

Students will be provided with formative assessment and feedback via continuous informal feedback in class and mid-module tests

Subject Specific
The information will be delivered using lectures and demonstrations. Worksheets will be used to engage students in an active role in the learning process. Problem solving activities will be used to consolidate learning. The active learning is continued in the practical sessions where investigative procedures will be discussed, planned and carried out by the students.
Formative learning will be aided by assignments and class tests. Summative learning will be assessed by an end of module test and assessment of coursework and class work assignments.
The lecture and laboratory classes will be for 48 hours. There will be 4 hours of class contact per week, which will comprise a combination of laboratory work and theoretical work.
This will be supported by independent study which will be taken up with assignment work, library investigation, report writing and revision (32 hours).

Study Skills

When the Science Foundation Year is viewed as a whole, there are 72 hours of class contact and 96 hours of independent study (guided reading, tutorial tasks etc.) that are dedicated to study skills. All modules will have an equal share of this time. The 72 hours of class contact will be spread evenly throughout the teaching year and will be split between tutorials (48 hours) and IT workshops (24 hours). The tutorial programme will be designed to emphasise and develop independent study, whilst delivering the study skills indicative content outlined above. The dedicated IT workshops are to familiarise the students with the use of the common computer packages, indicated above, within a scientific context. The overall ethos will be one of encouraging active rather than passive learning.

These 72 hours will therefore be spread amongst the 24 teaching weeks of semesters 1 and 2 combined. Practically this means that students will spend 3 hours of contact time each week, (2 hours in tutorials and 1 hour in IT workshops). This contact time being equally split amongst all eight modules means that each module's 'share' is 9 hours.

None

The second module will continue to provide the introduction of the core scientific concepts in Forensic Science. To this end, the techniques used to analyse forensic evidence will be studied, and importantly the results generated will be focused upon. An understanding will be afforded into the problems associated with the storage, handling and examination of different chemical and biological samples. The importance of concentration, particularly with regards to toxicology will focus study on instrumental analysis, and with the use of calculations consolidate knowledge, providing application based skills. The learner will gain further understanding of the theory behind instrumental techniques, enabling simple interpretation of the results to aid progression to level 1. In addition experimental design as a part of hypothesis testing will be an important part of the practical element of the module.